Otwarty dostęp

Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes

e-TEALS's Cover Image
e-TEALS
Content and Language Integrated Learning (CLIL)

Zacytuj

Ahern, Aoife. “The Roots of CLIL: Language as the Key to Learning in the Primary Classroom.” Integration of Theory and Practice in CLIL, edited by Ruth Breeze, Carmen Llamas, Concepción Martínez and Cristina Tabernero, Rodopi / Brill, 2014, pp. 14-35.Search in Google Scholar

Bernstein, Basil. Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (revised edition). Rowman & Littlefield, 2000.Search in Google Scholar

García Parejo, Isabel, et al. “La ‘pedagogía de los géneros discursivos’ en Grados de Formación del Profesorado: Presentación de dos proyectos de innovación docente.” Lenguaje y Textos, vol. 46, 2017, pp. 69-80.10.4995/lyt.2017.8740Search in Google Scholar

García Parejo, Isabel, and Rachel Whittaker, editors. “Teoría y práctica del modelo Reading to Learn (Leer para aprender) en contextos educativos transnacionales.” Lenguaje y Textos, vol. 46, 2017, Sección Monográfica.Search in Google Scholar

Halliday, Michael, and Christian Mathiessen. An Introduction to Functional Grammar. 3rd ed., Routledge, 2013.10.4324/9780203431269Search in Google Scholar

Llinares, Ana, et al. The Roles of Language in CLIL. Cambridge UP, 2012.Search in Google Scholar

Martin, Jim. English Text: System and Structure. John Benjamins, 1992.10.1075/z.59Search in Google Scholar

Nikula, Tarja. “Hands-on Tasks in CLIL Science Classrooms as Sites for Subject-Specific Language Use and Learning.” System, vol. 54, 2015, pp. 14-27.10.1016/j.system.2015.04.003Search in Google Scholar

Nixon, Caroline, and Michael Tomlinson. Kids Box 3. Cambridge UP, 2013.Search in Google Scholar

Rose, David. Reading to Learn: Accelerating Learning and Closing the Gap. Teacher Training Books and DVD, 2018, www.readingtolearn.com.au.Search in Google Scholar

Rose, David. Reading to Learn: Implementation and Outcomes of the Professional Development Program. Report for the Western NSW Region, 2011, NSW Department of Education and Training, Australia.Search in Google Scholar

Rose, David. “Writing as Linguistic Mastery: the Development of Genre-Based Literacy Pedagogy.” Handbook of Writing Development, edited by Roger Beard et al., Sage, 2008, pp. 151-66.10.4135/9780857021069.n11Search in Google Scholar

Rose, David, and Claire Acevedo. “Closing the Gap and Accelerating Learning in the Middle Years of Schooling.” Literacy Learning in the Middle Years, vol. 14, no.2, 2006, pp. 32-45.Search in Google Scholar

Rose, David, and Jim Martin. Learning to Write, Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School. Equinox, 2012. (Spanish translation: Leer para aprender. Lectura y escritura en las áreas del currículo, 2018, Pirámide).Search in Google Scholar

Vygotsky, Lev. Thought and Language. MIT Press, 1962.10.1037/11193-000Search in Google Scholar

Whittaker, Rachel. “Reading to Learn in CLIL Subjects: Working with Content-Language.” CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, vol. 1, no. 1, 2018, pp. 17-25.10.5565/rev/clil.4Search in Google Scholar

Whittaker, Rachel, and Isabel García Parejo. “Teacher Learning for European Literacy Education (TeL4ELE): Genre-Based Pedagogy in Five European Countries.” European Journal of Applied Linguistics, vol. 6, no. 1, 2018, pp. 31-59.10.1515/eujal-2017-0021Search in Google Scholar

Whittaker, Rachel, and Claire Acevedo. “Working on Literacy in CLIL/Bilingual Contexts: Reading to Learn and Teacher Development.” Estudios sobre Educación, vol. 35, 2016, pp. 37-55.10.15581/004.31.37-55Search in Google Scholar